THE ENGLISH VOCABULARY MASTERY OF THE FIFTH GRADE STUDENTS OF SD N 1 GEMULUNG PECANGAAN JEPARA IN ACADEMIC YEAR 2013/2014 TAUGHT BY USING TPR-STORYTELLING
By EMILIA CHANDRA DEWI NIM 201032216
ENGLISH EDUCATION DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2014 i
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THE ENGLISH VOCABULARY MASTERY OF THE FIFTH GRADE STUDENTS OF SD N 1 GEMULUNG PECANGAAN JEPARA IN ACADEMIC YEAR 2013/2014 TAUGHT BY USING TPR-STORYTELLING
SKRIPSI
Presented to the University of Muria Kudus in Partial Fulfillment of the Requirement for Completing the SarjanaProgram in the Department of English Education
By EMILIA CHANDRA DEWI NIM 201032216
ENGLISH EDUCATION DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2014 iii
MOTTO AND DEDICATION
MOTTO Life is often compared to a marathon but it is more like being sprinter, long stretches of hard work punctuated by brief moments in which we are give the opportunity to perform at our best. (Michael Johnson) All of the result we get depends on our effort
DEDICATION This skripsi is dedicated to: The writer’s mother and father The writer’s family The writer’s close friends
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ADVISORS’ APPROVAL
This is to certify that the Skripsi of Emilia Chandra Dewi (2010-32-216) has been approved by the skripsi advisors for further approval by the examining committe
Kudus, June 2013 Advisor I:
Rismiyanto, S.S, M. Pd. NIS 0610701000001146 Advisor II:
Dr. H. A. Hilal Madjdi, M.Pd NIS 0610713020001020
Acknowledged by The Faculty of Teacher Training and Education Dean,
Dr. Drs. Slamet Utomo, M. Pd NIP 19621219 198703 1 015
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EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Emilia Chandra Dewi (2010-32-216) has been approved by the Examining Committee as a requirement for the Sarjana Degree of English Education. Kudus, June 2014 Skripsi Examining Committee:
Rismiyanto, S.S, M. Pd. NIS 0610701000001146
Chairperson/Member
Dr. H. A. Hilal Madjdi, M.Pd NIS 0610713020001020
Member
Nuraeningsih, S.Pd, M.Pd NIS 0610701000001201
Member
Rusiana, S.Pd, M.Pd NIS 0610701000001226
Member
Acknowledged by The Faculty of Teacher Training and Education Dean,
Dr. Drs. Slamet Utomo, M. Pd NIP 19621219 198703 1 015
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ACKNOWLEDGEMENT
Alhamdulilahirobbil’alamin, the writer thanks to Allah SWT for blessings and mercies, so she is able to finish writing this skripsi entitle “The English Vocabulary Mastery of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 Taught by Using TPR-Storytelling”. This research proposal can be finished by the support and help of many people. Here the writer would like to express her gratiude to: 1.
Drs. Slamet Utomo, M.Pd the Dean of Teacher Training and Education Faculty of Muria Kudus University.
2.
Diah Kurniati, S.Pd, M.Pd the Head of English Education Department.
3.
Rismiyanto, S.S, M.Pd as the first advisor who always gives correction and suggestion in writing this skripsi.
4.
Dr. H.A. Hilal Madjdi, M.Pd as the second advisor who always gives best support, contributive criticism, and motivation for the writer.
5.
All of the lecturers and staf who taught and help the writer during studying at the faculty as well as possible.
6.
Noor Hudi S.Pd as the Headmaster of SD N 1 Gemulung who gives permission to do this research.
7.
All of the teachers in SD N 1 Gemulung , especially the English teacher Mrs. Dwi Yuliyanti S.S
8.
All of the fifth grade students of SD N 1 Gemulung in academic year 2013/ 2014.
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9.
Her beloved who always love, support, and pray.
10. All of her beloved friends who gave support and gives a hand. This occasion, the writer hopes that this study will be useful, and she would be happy to receive any construvtive criticism and suggestion from the reader.
Kudus, Mei 2014
Emilia Chandra Dewi
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ABSTRACT Dewi, Emilia Chandra. 2014. The English Vocabulary Mastery of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 Taught by using TPR-Storytelling. Skripsi. English Education Department Teacher Training and Education Faculty University of Muria Kudus. Advisors: (i) Rismiyanto S.S, M. Pd. (ii) Dr. H.A. Hilal Madjdi, S.Pd, M.Pd. Key words: English vocabulary, TPR-Storytelling Teaching English in Elementary school is not easy but it is interesting since English is as foreign language beside the characteristic of young learners itself. There are four basic skills (listening, speaking, reading, and writing) in learning language. The four skill are supported by language component they are vocabulary, pronounciation and grammar. The writer choose vocabulary as language component to conduct the research. Vocabulary is one important aspect in learning a foreign language. With a limited vocabulary anyone will also has a limited understanding in term of speaking, reading, listening, and writing. It is true that it might be impossible to learn a language without mastering vocabulary. In this case, most of students have difficulties in mastering English vocabulary. In the teaching and learning process the teacher should choose the appropriate technique in order to creat learning English vocabulary. The study is aimed to find out the significant difference between the English vocabulary mastery of the fifth grade students of SD N 1 Gemulung Pecangaan Jepara in academic year 2013/2014 before and after being taught by using TPR-Storytelling. To be able to find the significant difference between the English vocabulary mastery of the fifth grade students of SD N 1 Gemulung Pecangaan Jepara in academic year 2013/2014 before and after being taught by using TPRStorytelling, the writer conduct an experimental research which is in the area of quantitatif. The population of this research is the fifth grade students of SD N 1 Gemulung Pecangaan Jepara which are consist of twenty eight students. Since the total population is less that one hundred so all of them takes as the subject of the research. Test is used as the instrument of the reseach. The the test is written test, the form of the test is multiple choise test that consist of twenty item test. Based on the analyzing the data, it was found that the English vocabulary mastery of the fifth grade students of SD N 1 Gemulung Pecangaan Jepara in academic year 2013/2014 after being taught by using TPR-Storytelling was categorized excellent. The mean is 87.46, and the standard deviation is 7.88. Meanwhile the English vocabulary mastery of the fifth grade students of SD N 1 Gemulung Pecangaan Jepara in academic year 2013/2014 before being taught by using TPR-Storytelling was categorized sufficient. The mean is 65.5 and standard deviation is 15.85. Moreover the calculation of t-observation (to) 9.75 was higher than t-table (tt) 2.06 in level of significance 5%. It means there is significance difference between the English vocabulary mastery of the fifth grade students of
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SD N 1 Gemulung Pecangaan Jepara in academic year 2013/2014 before and after being taught by using TPR-Storytelling Based on the result above, the writer suggests that the English teacher is expected to use TPR-Storytelling as an alternative technique to teach English vocabulary mastery.The other researcher are suggested to conduct a study of this technique to the other English skill or the other subject in different level.
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ABSTRAKSI Dewi, Emilia Chandra. 2014. Pengajaran Kosakata Bahasa Inggris dengan Menggunakan TPR-Storytellning Pada Siswa Kelas Lima SDN 1 Gemulung Pecangaan Jepara Tahun Ajaran 2013/2014. Skripsi. Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus. Pembimbing (i) Rismiyanto S.S, M. Pd. (ii) Dr. H.A. Hilal Madjdi, S.Pd, M.Pd. Key words: Kosa kata bahsa Inggris, TPR-Storytelling Mengajar bahasa inggris di sekolah dasar merupakan hal yang sulit tapi menyenangkan, karena posisi bahasa inggris sebagai bahasa asing disamping karakteristik anak-anak itu sendiri. Ada empat aspek dasar (mendengarkan, berbicara, membaca dan menulis) dalam pembelajaran bahasa. Keempat aspek dasar tersebut harus didukung dengan komponen bahasa seperti kosakata, pengucapan dan tata bahasa. Penulis memilih kosakata sebagai salah satu komponen bahasa untuk penelitian. Kosakata merupakan aspek penting dalam belajar bahasa asing. Dengan keterbatasan kosakata setiap orang juga akan memiliki keterbatasan dalam berbicara, membaca, mendengar dan menulis. Tidak akan mungkin mempelajari suatu bahasa tanpa penguasaan kosakata. Dalam kasus ini, kebanyakan siswa merasa kesulitan dalam penguasaan kosakata. Dalam proses belajar mengajar guru harus memilih teknik yang tepat untuk menciptakan pembelajaran kosakata bahasa inggris. Penelitian ini bertujuan untuk menemukan ada atau tidaknya perbedaan antara penguasaan kosakata bahasa Inggris siswa kelas lima SD N 1 Gemulung Pecangaan Jepara tahun ajaran 2013/2014 sebelum dan sesudah diajar menggunakan TPR-Storytelling. Untuk dapat menemukan perbedaan antara penguasaan kosakata bahasa Inggris siswa kelas lima SD N 1 Gemulung Pecangaan Jepara tahun ajaran 2013/2014 sebelum dan sesudah diajar menggunakan TPR-Storytelling. Penulis melakukan sebuah penelitian experimen dalam ranah penelitian kuantitatif. Populasi dalam penelitian ini adalah siswa kelas lima SD N 1 Gemulung Pecangaan Jepara yang terdiri atas dua puluh delapan siswa. Dikarenakan jumlah populasi kurang dari seratus jadi semua anggota populasi dijadikan subjek penelitian. Test digunakan sebagai instrumen penelitian. Tesnya adalah tes tulis, bentuk tes adalah pilihan ganda yang terdiri dari dua puluh soal. Berdasarkan analisis data. Ditemukan bahwa penguasaan kosakata bahasa Inggris siswa kelas lima SD N 1 Gemulung Pecangaan Jepara tahun ajaran 2013/2014 sesudah diajar menggunakan TPR-Storytelling dikategorikan baik sekali. Nilai rata-rata adalah 87.46, dan standart deviasi adalah 7.88. Sementara penguasaan kosakata bahasa Inggris siswa kelas lima SD N 1 Gemulung Pecangaan Jepara tahun ajaran 2013/2014 sebelum diajar menggunakan TPRStorytelling dikategorikan cukup. Nilai rata-rata adalah 65.5, dan standart deviasi adalah 15.85. Perhitungan t-observation (to) 9.75 lebih tinggi dari t-table (tt) 2.06 dengan tingkat signifikan 5%. Ini bermakna bahwa ada perbedaan yang signifikan
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antara penguasaan kosakata bahasa Inggris siswa kelas lima SD N 1 Gemulung Pecangaan Jepara tahun ajaran 2013/2014 sebelum dan sesudah diajar menggunakan TPR-Storytelling. Dari hasil diatas, penulis menyarankan kepada guru bahasa Inggris untuk menggunakan TPR-Storytelling sebagai sebuah teknik alternative dalam mengajar pemahaman kosakata. Untuk peneliti yang lain diharapkan untuk melakukan penelitian tentang penggunaan tehnik TPR-Storytelling pada skill bahasa Inggris yang lain dan pada level yang berbeda.
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TABLE OF CONTENTS
Page COVER……………………………………………………………………… . i LOGO……...…………………………………………………………………. ii TITLE………………………………………………………………………… iii MOTO AND DEDICATION………………………………………………... iv EXAMINERS’ APPROVAL………………………………………………… v ACKNOWLEDGEMENT…………………………………………………… vi ABSTRACT…………………………………………………………………... viii TABLE OF CONTENTS…………………………………………………...... xii LIST OF TABLES…………………………………………………………… xv LIST OF FIGURES………………………………………………………….. xvi LIST OF APPENDICES…….………………………………………………. xvii
CHAPTER I INTRODUCTION 1.1
Background of the Research.................................................................
1
1.2
Statement of the Problem .....................................................................
3
1.3
Objective of the Research.....................................................................
4
1.4
Significance of the Research ................................................................
4
1.5
Scope of the Research ..........................................................................
5
1.6
Operational Definition..........................................................................
5
CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS 2.1
Teaching English in SD N 1 Gemulung Pecangaan Jepara..................
6
2.1.1
The Purpose of Teaching English in SD N 1 Gemulung Pecangaan Jepara .................................................................................................
7
The Material of Teaching English in SD N 1 Gemulung Pecangaan Jepara .................................................................................................
8
Technique of teaching English in SD N 1 Gemulung Pecangaan Jepara ................................................................................................. Definition of Vocabulary ..................................................................
13 14
2.1.2
2.1.3 2.2
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2.2.1
Types of Vocabulary .........................................................................
15
2.2.2
Teaching Vocabulary ........................................................................
18
2.3
Language Teaching Approach ...........................................................
19
2.3.1
Total Physical Response ...................................................................
20
2.4
TPR-Storytelling as a technique in Teaching English Vocabulary ...
22
2.4.1
Steps of Teaching By Using TPR-Storytelling as a Technique in Teaching English Vocabulary ............................................................
25
2.5
Review of Previous Research ...........................................................
25
2.6
Theoretical Framework .....................................................................
27
2.7
Hypothesis ........................................................................................
28
CHAPTER III METHOD OF THE RESEARCH 3.1
Design of the Research ......................................................................
28
3.2
Subject of the Research ......................................................................
29
3.3
Instrument of the Research ................................................................
29
3.4
Data Collection ..................................................................................
31
3.5
Data Analysis .....................................................................................
32
CHAPTER IV FINDING OF THE RESEARCH 4.1
4.2
4.2
The English Vocabulary Mastery of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 before being Taught by Using TPR-Storytelling………………….....
36
The English Vocabulary Mastery of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 after being Taught by Using TPR-Storytelling.............................................
39
Hypothesis Testing ..............................................................................
42
CHAPTER V DISCUSSION
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5.1
5.2
5.3
The English Vocabulary Mastery of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/ 2014 before being Taught by Using TPR-Storytelling….....................
45
The English Vocabulary Mastery of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 after being Taught by Using TPR-Storytelling……………….........…
46
The Significant difference between the English Vocabulary Mastery of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 before and after being Taught by Using TPR-Storytelling …….....................................…………….…
49
CHAPTER VI CONCLUSION AND SUGGESTION 6.1
Conclusion …………………………………………………….……..
51
6.2
Suggestions ………………………..…………………………………
52
BIBLIOGRAPHY…………………..............................................…………... 53 APPENDICES….........………………………….……………………………. 56 CURRICULUM VITAE…………………………………………………...... 101
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LIST OF TABLES Page
Table 2.2.1.1 Types of Vocabulary
…………………………….....................
16
2.2.1 The Comparison between Asher’s TPR, TPR-S Blain’s Addition and TPR-S in this Research .......................………….…………….
22
2.5.1 The Comparison between the Review to the Previous Research with the Writer’s Research...............................................................
26
3.1 The Criteria of the Achievement Test of English Vocabulary ............
33
4.1.1 The Score of the English Vocabulary Mastery Test of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 before being Taught by Using TPRStorytelling.......................................................................................
37
4.1.1 The Frequency Distribution of the English Vocabulary Mastery of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 before being Taught by Using TPRStorytelling.......................................................................................
37
4.2.1 The Score of the English Vocabulary Mastery Test of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 after being Taught by Using TPR Storytelling.......................................................................................
40
4.2.2 The Frequency Distribution of the English Vocabulary Mastery of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 after being Taught by Using TPRStorytelling.......................................................................................
40
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LIST OF FIGURES Figure
Page
4.1.3 The Bar Diagram of the English Vocabulary Mastery Test of the Fifth Grade Students of SD N 1 Gemulung in Academic Year 2013/2014 after being Taught by Using TPR-Storytelling...............
38
4.2.3 The Bar Diagram of the English Vocabulary Mastery Test of the Fifth Grade Students of SD N 1 Gemulung in Academic Year 2013/2014 after being Taught by Using TPR Storytelling.......................................................................................
41
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LIST OF APPENDICES
Appendix
Page
1. Table of specification to measure the Mastery of English Vocabulary of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014..........................…
56
2. Try Out Test English for Elementary School Grade Fifth in Academic Year 2013/2014 ..............................................................
57
3. The Score of Try out Test of the Fifth Grade Students of SD N 2 Gemulung Pecangaan Jepara in Academic Year 2013/2014............
61
4. The Table of Try out Result of the Fifth Grade Students of SD N 2 Gemulung Pecangaan Jepara in Academic Year 2013/2014.........................................................................................
62
5. The Calculation of Reliability of Try out Test.................................
63
6. Pre-Test English for Elementary School Grade Fifth in Academic Year 2013/2014 ...............................................................................
65
7.
The Score of Pre-test Test of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014.........................................................................................
69
8. The Tabulation for Calculation Mean and Standard Deviation of English Vocabulary Mastery Test of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 before being Taught by TPRStorytelling.......................................................................................
70
9. Post-test English for Elementary School Grade Fifth in Academic Year 2013/2014................................................................................
73
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10. The Score of Post-test Test of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014.........................................................................................
77
11. The Tabulation for Calculation Mean and Standard Deviation of English Vocabulary Mastery Test of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014 after being Taught by TPR-Storytelling.........................
78
12. Lesson Plan (Disease) ......................................................................
81
13. Lesson Plan (Profession) .................................................................
88
14. The Tabulation of Calculation T-Test of the English Vocabulary Mastery of the Fifth Grade Students of SD N 1 Gemulung Pecangaan Jepara in Academic Year 2013/2014..............................
96
15. The Value of T-Table for Any Number Degree of Freedom ...........
99
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